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Introduction to Psychological Theories (To Be Considered in Psychological Analysis/Approach)

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Introduction to Psychological Theories (To Be Considered in Psychological Analysis/Approach) Reminders for this week: 1. TONE WORD TEST 2. LORD OF THE FLIES CH 1-6 DUE W/ READING CHECK 3. PICTURE DAY Introduction to Psychological Theories (to be considered in Psychological Analysis/Approach) Maslow’s Hierarchy of Needs Piaget’s Theory of Moral Development Kohlberg’s Theory of Moral Development Freud’s Psychoanalytic Theory Maslow’s Hierarchy of Needs Abraham Maslow: American psychologist who studied human behavior and placed a good deal of emphasis on both the highs and lows of humanity. He believed that people are basically trustworthy, self-protecting, and self-governing KEY IDEA: Human beings are motivated by unsatisfied needs Maslow’s Hierarchy of Needs Basic Needs Physiological Needs: 1.Food, Water, Warmth, Rest 2.All Biological Needs 3.Strongest Needs (b/c they motivate survival) Safety Needs: Security, Safety 1.Security, Safety 2.Mostly Psychological Psychological Needs Needs for Love, Affection, and Belongingness 1.Intimate Relationships, Friends 2.Seeking to Overcome Loneliness and Isolation Needs for Esteem 1.Prestige, Feeling of Accomplishment, Self- Esteem, Esteem from Others Self-fulfillment Needs Needs for Self-Actualization Piaget’s Theory of Moral Development Jean Piaget: a theorist of developmental psychology Two Stages of Moral Judgment Children Younger than 10 or 11: Regard rules as fixed and absolute Older Children: Rules are not sacred or absolute; they are devices which humans use to get along Issue with Theory: Intellectual Development after the age of 12 Kohlberg’s Theory of Moral Development Lawrence Kohlberg: agreed with Piaget’s ideas in principle, but developed them further The Stages of Moral Development Level 1: Preconventional Morality Stage 1: Obedience and Punishment Orientation Assumes that rules are fixed by powerful authorities and must be unquestioningly obeyed Concern is with what authorities permit and punish Punishment is tied up in the child’s mind with wrongness Stage 2: Individualism and Exchange Recognize there is not just one right view handed down by authorities Each person is free to pursue his/her individual interests, so everything is relative “Right” = what meets one’s own self-interests Punishment is a risk that one wants to avoid Kohlberg’s Theory of Moral Development Level 2: Conventional Morality Level 3: Postconventional Morality Stage 3: Good Interpersonal Relationships Stage 5: Social Contract and Individual Rights People should live up to the expectations of Independently considers what morals and family/community values a society OUGHT to uphold People should behave in “good” ways Believe that a good society is based on a social contract where people freely work for Good ways = good motives, intentions, and the benefit of all feelings Believe that despite different values, all Stage 4: Maintaining the Social Order rational people agree on protection of basic rights and democratic procedures for More concerned with society as a whole changing unfair laws and improving society Emphasis on obeying laws, respecting Stage 6: Universal Principles authority, and performing one’s duties so Defines the principles by which we achieve that the social order is maintained; desire is justice to keep society functioning Looks through the eyes of others to Thinking is from a full-fledged, member-of- determine justice society perspective Kohlberg’s Theory of Moral Development Sigmund Freud & the human mind Sigmund Freud: the “father of psychoanalysis;” argued that the human mind contains three psychic zones, which dictate mental function and motivation Id Ego Superego Id = source of drive for pleasure • Fulfills “the pleasure principle” • Totally subconscious • Amoral and lawless– no ethics or values, no knowledge of good or evil • Demands pleasurable gratification at any cost • No impulse for self-preservation Ego = source of reality • The “reality principle” • Governs the id and channels the id’s desires into socially acceptable outlets Superego = source of ethics • The “morality principle” • Home of conscience and pride • Represses things from the id that the ego cannot divert Understanding Id, Ego, and Superego ID 1. Sally was thirsty. Rather than waiting of the server to refill her glass of water, she reached across the table and drank from John’s water glass, much to his surprise. 2. Michael saw a $5 bill fall out of Nick’s backpack as he pulled his books out of his locker. As Nick walked away, Michael bent over, picked up the money, and slipped it into his pocket, glancing around to make sure no one was looking. EGO 1. Sally was thirsty. However, she knew that her server would be back soon to refill her water glass, so she waited until then to get a drink, even though she really just wanted to drink from John’s glass. 2. Even though Michael needed money, he decided not to steal the money from the cash register because he didn’t want to get into trouble. SUPEREGO 1. Sarah knew that she could steal the supplies from work and no one would know about it. However, she knew that stealing was wrong, so she decided not to take anything even though she would probably never get caught. 2. When Michael saw the $5 bill lying on the floor with no one around it, he turned it into the school office in case anyone came looking for it. He wouldn’t want to lose $5, and hoped that whoever had lost it would ask about it in the office. Psychological/Psychoanalytic Analysis of LoTF Maslow: If we’re analyzing LoTF using Maslow’s hierarchy, what are the exact causes of evil/sickness on the island? Kohlberg: What level of moral development is each character at according to Kohlberg’s theory? What meaning can be derived from examining each character’s moral development? Freud: If we’re analyzing a psychological allegory, what does it reveal about the human psyche through the use of extended metaphor? From a psychoanalytic perspective, what meaning can be derived from looking at the internal motivations of each of the characters? Using Freud’s work as a basis, what does each character represent? Who is the id? The ego? The superego? Using these allegorical meanings, what themes emerge? What is Golding telling us about the working of the human mind and personality?.
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